• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.835-849
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• 2016

The purpose of the present study is to analyze the trajectory of science core school students' STEM career motivation and to examine the relationship between the trajectory patterns and students' tracks. Longitudinal STEM career motivation data with seven constructs were collected from 256 students for five semesters and the data were analyzed by using group-based trajectory modelling analysis. In order to examine the relationship between trajectory pattern groups and the tracks, chi-square tests were conducted. Based on our findings, we found that students are likely to have similar trajectory patterns in STEM career education experience and in their perception towards STEM career value. In terms of parents' support, academic self-efficacy and STEM career motivation aspects are divided into two distinctive trajectory groups ('high' and 'low' group), while two other variables, STEM career self-efficacy and STEM career interest, are divided into three trajectory groups ('moderate declining', 'high declining', 'increasing' group). Most of the trajectory groups are shown the pattern that the level of each constructs increase until their second academic year, then after that, the patterns started going down. Moreover, there are significant relationship between track and each trajectory groups. Science track and science-core track students have similar trajectory patterns. In contrast, humanities track students have different trajectory groups in some constructs. Based on these findings, we suggest that STEM career education environment should consider various patterns of students' STEM career development.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.317-324
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• 2016

This study aims to investigate the motivation for science learning of 3rd year high school students who choose different majors from their track. A total of 2,012 high school 3rd year students participated in this study. We used Science Motivation Questionnaire II (Glynn et al., 2011) to measure the students' science motivation and performed Rasch analysis, MANOVA and logistic regression analysis. First, results showed that 11.5% of students in the science track switched their pathway to a non-STEM major and 14.3% of students in the humanities track switched to a STEM major. In addition, there were gender differences in switching majors. Second, we found a significant difference in science motivation between two groups of students switching their major only in career motivation. Third, science motivation was the significant predictor of STEM major choice; in particular, career motivation was the most influential variable. Based on these results, we proposed that prediction of and paying close attention to students' career motivation are required before making decisions on which track to take.

• Journal of Science Education
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• v.44 no.3
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• pp.318-330
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• 2020

This study has been conducted to identify the types and longitudinal changes in the career values of students in science core school. Data collected from 174 students in science core school were analyzed using 11 career value items. First, this study found that there are three types of career value shown in students in science core schools. Second, the career value of students in science core school did not differ by their track. Third, many students of science core high schools have little or no change in their career value values depending on the time of collecting data. However, some students show rapidly changing career values. These findings suggest the need for individualized career education based on the changing trend of students' career values.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.384-396
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• 2017

The purpose of this study is to design career learning program content and to suggest a development plan in order to assist in freshmen's successful adaptation. To accomplish this goal, first, we reviewed the precedent studies on the situations and problems of freshmen and education programs for freshmen. H. university freshmen's needs for support programs were analyzed. Second, a career learning program conceptual model was developed based on the results of precedent studies and program needs analysis. Third, the program contents for enhancing career learning competency were designed, and we suggested a development plan focusing on customized content, emotional support, and on-off line convergence program. It developed career learning tracks, big data analysis, and action planning as main content. The results of this study are expected to be used as basic data for the development and implementation of competency-based customized career learning programs for freshmen, which will help improve the quality of career learning programs and freshmen's adaptability.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.17 no.3
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• pp.259-266
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• 2017

The purpose of this study is to investigate female students in Engineering college and suggest the improvement for the program of Career Development Center of female College Student. The survey was administered to 167 female college students to examine their preparation of employment. In the results, first, the level of career efficacy was average and interest in the majors was slightly lowe than average. In addition, the degree of desire to be employed in the field related to the major showed an average level. Second, they choose the practical ability as the most required and lack of. Third, satisfaction with the support of the University for career was low, but satisfaction with the interview preparation program was highest. Finally, this study proposed improvement of programs for Career Development Center of female College Student.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.192-200
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• 2007

In this study, we investigated the variables related to the science teaching efficacy beliefs of pre-service and in-service elementary school teachers. The participants were 176 freshmen and 260 seniors from an university of education and 234 teachers from 25 elementary schools located in Jeonju. Variables concerning pre-service teachers include their sex, career/study tracks (science or non-science), and the number of science courses taken either at high school or at university. Variables concerning in-service teachers include their sex, academic degree, the frequency and type of participation in science in-service training, and their teaching career experience. The Science Teaching Efficacy Beliefs Instrument was used to measure teachers' self-efficacy beliefs. The results indicated that the personal science teaching efficacy belief scores of seniors were significantly lower than those of freshmen and in-service teachers, whereas the science teaching outcome expectancy scores of seniors were significantly higher than those of freshmen. Among variables investigated, sex, career/study track, the number of science courses taken at high school, and the frequency and type of participation in science in-service training were found to significantly influence teachers' science teaching efficacy beliefs.

• Korean Journal of Applied Biomechanics
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• v.17 no.3
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• pp.69-80
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• 2007

The purpose of this study was to investigate the difference of ground reaction forces of swimming athletes during their starting motion and to find out the most effective starting motions which were used in swimming athletes. The subjects were 9 male and 8 female high school swimming athletes who were athletic career over 7 years and used three starting motions in competition. The ground reaction forces were measured from each athletes performing three starting motion each of the open grap starting motion, closed grap starting motion and track starting motion. For the measurement, the force platform of AMTI company was utilized, and the analysis on measured ground reaction forces were used of Biosoft(Ver. 1.0). The items measured were stance time, Fz max deceleration force and Fz max deceleration force time, Fz mid stance force and Fz mid stance force time, Fz max acceleration force and Fz max acceleration force time, Torque maximum and Torque maximum time, Torque average, Excursion along Y axis of center of pressure of foot, Excursion along X axis of center of pressure of foot, Length of center of pressure of foot, Average velocity of center of pressure of foot. The data measured by the closed grap starting motion, open grap starting motion and track starting motion were analyzed by one-way repeated ANOVA. The results were as follows ; 1. The Fz max deceleration force time, Fz mid stance force, Fz max acceleration force, Torque maximum and Torque maximum time, Excursion along Y axis of center of pressure of foot, Average velocity of center of pressure of foot were significantly fast and large in the closed grap starting motion then open grap starting motion and track starting motion. 2. The Excursion along Y axis of center of pressure of foot was significantly long in the closed grap starting motion then open grap starting motion and track starting motion.

• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.389-405
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• 2016

The purpose of this study was to analyze elementary school teachers' understanding, certainty, and familiarity with 13 key concepts of wave physics that are presented in textbook and teacher's guidebook. 123 elementary school teachers answered concept tests and questionnaires. In the results to these tests and questionnaires, teachers demonstrated a high level of understanding and high certainty in understanding with regard to the concepts of sound generation, effect of medium on wave, timbre, wavelength, and trough and crest of wave. For the topics of sound velocity, wave reflection and wave transmission, teachers demonstrated a high level of understanding but low certainty in understanding. With regard to sound propagation, teachers demonstrated a low level of understanding and an improperly high certainty in that low understanding. Teachers lacked knowledge, i.e., displayed a low level of understanding and low certainty in sound strength, sound frequency, constructive interference and destructive interference. In constructive and destructive interference, the teachers also displayed a low level of familiarity. We analyzed the differences in teacher's understanding, certainty, and familiarity according to teacher demographics defined by the teacher's gender, teaching experience with concepts of sound, career, curriculum track while in high school, and major in university. There were no significant differences in understanding, certainty, or familiarity as defined by gender, teaching experience, and career. However, these displays of knowledge were affected by the teacher's curriculum track in high school and their major. These results suggest that the teacher's understanding of, familiarity with, and certainty in wave physics concepts are more influenced by their learning experience than by their teaching experience. Therefore, we suggest additional learning opportunities for teachers (such as teacher training programs) in order to improve teacher knowledge and correct teacher misconceptions in wave physics.

• Journal of Labour Economics
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• v.40 no.2
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• pp.1-29
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• 2017

We examine the extent to which students' performance relative to peers affects their career choice. Specifically, we analyze the relationship between a student's mathematics ranking in his/her school and the likelihood of choosing Mathematics and Science track in high school. Using a panel dataset of students in Seoul, we measure a student's performance using two variables: absolute performance and relative performance. The former measures a student's performance relative to the entire sample, while the latter measures performance relative to the student's peers in the same school. After controlling for test scores and other characteristics, we find that the students with a poor relative ranking are 11 percentage points less likely to choose the Mathematics and Science track. Relative performance affects girls more greatly than boys. Although relative performance affects a student's self-efficacy and class participation, our accounting exercise suggests that this channel accounts for only 12 percent of the impact, implying that students may respond to the relative ranking mostly due to other factors, such as strategic consideration to perform well in college applications.

• Journal of The Korean Association For Science Education
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• v.28 no.4
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• pp.350-358
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• 2008

The purpose of this study was to investigate the effects of interview with a scientist and engineer on service performance assessment on science career orientation and image of scientists. Science track students in the 11th grade carried out the interviews and made powerpoint presentations. After the students' presentation in the chemistry class, the teacher made comments on the contents of the interviews. Students gave presentation in each class for a year. Before starting this assessment, students took science career orientation questionnaire and DAST (draw-a-scientist-test). These two tests were conducted again at the end of the year. The results of this study showed that there was no significant difference between pre- and post-test score for the science career orientation. However, a significant difference was observed in the 'preference for science learning' category. These results showed that the career decision of a high school student has already been fixed rigidly. On the other hand, there was a significant difference (p < 0.01) between pre- and post-test on the image of scientists. This demonstrated that the stereotypic image for a scientist was reduced by the interview performance assessment and that, students came to have an affirmative perception of scientists on service.